Program/Discipline: Music/Drama
Annual Program Review Update
Instructions
The Annual Update is conducted district-wide by each program/discipline and consists of
a) analysis of general changes, staffing, resources, facilities, equipment and other needs,
as well as b) reporting of curricular changes and outcomes assessment.
The questions on the subsequent pages are intended to assist you in planning for your
program or area. Input should be sought from all campuses. It should be submitted or
renewed every year by the designated date in anticipation of budget planning for the
next fiscal year.
Institutional data used to document program/discipline statistics and trends will be
provided by Institutional Research.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis to support any requests for new faculty, facilities, equipment, etc.
Retain this information for your discipline’s use,
Submit an electronic copy of your Annual Update Document and supporting data to the
Program Review Committee. Also submit a copy of these documents to your Division
Chair, Director, or Campus Lead Faculty.
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Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Music/Drama
Submitted by (names): Ed Macan
Contact Information (phone and email): X4321; ed-macan@redwoods.edu
Date: September 9, 2008
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last
Annual Update? (Have you shifted departments? Have new degrees or certificates
been created by your program? Have activities in other programs impacted your area
or program? For example, a new nursing program could cause greater demand for
life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes Describe the changes below:
Several Music and Drama courses now fall within the A.A. Degree
emphasis.
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/TrendData.asp) and describe the
trends in enrollment, retention, success rates, and student demographics. If
applicable, describe how changes in these areas are impacting your discipline and
describe efforts within your area to address these impacts.
Enrollment (total students per annum)
MUSIC
DRAMA
2004-05 974
313
2005-06 808
190
2006-07 694
158
2007-08 699
211
Commentary: The steep drop in both programs comes between 2004-05 and
2005-06. The latter academic year was the year that Casey Crabill's drastic and
ill-considered cuts to the Music and Drama programs took effect. One notes that
both programs bottomed out in 2006-07 and then began a mild rebound in 200708, through the reintroduction of a few of the sections that had been cut in 200506 and not offered since. We hope to continue to sustain this modest growth
over the next few years by gradually reintroducing courses (and multiple
sections of successful courses) that were cut during the 2005-06 period.
Retention
MUSIC
2004-05 87%
2005-06 87%
RevisedAnnUpdateS08
DRAMA
93%
93%
2
11/13/2008
Page 2 of 17
2006-07 87%
91%
2007-08 87%
94%
Commentary: Yes, the numbers for Music are correct. How, I don't know. Nor
do I know what to say about these numbers, as no one has ever told me what an
optimal retention rate for these programs would be.
Success Rates
MUSIC
DRAMA
2004-05 82%
85%
2005-06 87%
89%
2006-07 85%
90%
2007-08 77%
85%
Commentary: Success rates in both areas have remained more or less consistent
over the past four academic years. One notes a slight dip in success rates for
both programs during the 2007-08 academic year. I am unable to explain this
dip with any precision. In the Music program, I believe it reflects the unusually
high attrition rate evident in the six sections of Music 1 during the course of the
academic year, which I see as something of a fluke. Beyond these comments, I
don't know what to say about these numbers, as I have no idea what expected
norms might be.
Efficiency: FTEs per TLU
MUSIC
DRAMA
2004-05 .65
9.42
2005-06 .66
9.79
2006-07 .66
.81
2007-08 .68
.64
Commentary: Efficiency in Music was uniform throughout the past four
academic years; Music ranks in the upper third of programs in terms of its
efficiency ratio. Drama is even more efficient, with the fourth best efficiency
ranking of any C.R. program, although I believe the figures given above for
2004-05 and 2005-06 are mistaken; they are simply too good to be true. Again, I
don't know what to compare these numbers to. Does the College have an ideal
FTE per TLU ratio?
Efficiency: FTEs per Section
MUSIC
In 2006-07, 15 sections of Music were offered in the Fall, 14 in the Spring, for a
total of 29. Music generated 32.99 FTEs in the Fall, 32.54 in the Spring, for a
total of 65.53 for the academic year. There was an average of 2.26 FTEs
generated per section during the academic year. In 2007-08, 14 sections of
Music were offered in the Fall, 16 in the Spring, for a total of 30. Music
generated 33.23 FTEs in the Fall, 32.85 in the Spring, for a total of 66.08 for the
academic year. There was an average of 2.13 FTEs generated per section during
the academic year. I believe the slightly lower efficiency per section ratio in
2007-08 is the result of reintroducing Music 100 (Songwriting) and a second
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section of Music 26 (Class Voice) into the schedule for the first time since 200506 on a fairly last minute basis in Spring 2008; neither class enrolled particularly
well. I believe as students become aware of the availability of these two sections
and we continue to offer them, their enrollments will improve considerably.
DRAMA
In 2006-07, 4 sections of Drama were offered in the Fall, 4 in the Spring and
Summer combined, for a total of 8. Drama generated 10.56 FTEs in the Fall,
12.10 in the Spring and Summer (combined), for a total of 22.66 for the
academic year. There was an average 2.83 FTEs generated per section during
the academic year. In 2007-08, 3 sections of Drama were offered in the Fall, 8 in
the Spring for a total of 11. Drama generated 8.49 FTEs in the Fall, 21.74 in the
Spring and Summer (combined), for a total of 30.23 for the academic year.
There was an average of 2.75 FTEs generated per section. Note that efficiency
over the past two academic years has been quite consistent. I consider the
efficiency ratio of Drama especially impressive considering the fact that it
includes a class offered at a branch campus (Del Norte) and a class offered at a
site (Eureka Downtown).
Student Demographics
No data available.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data. Links to various reports
and information, as well as instructions on how to create program-specific reports,
can be found at
http://inside.redwoods.edu/Assessment/ProgRev/LaborMarketResources.asp.
Institutional Research (IR) is available to help with surveys and reviews. All survey
data (whether collected by your program or the institution) should be sent to IR to be
kept on record.
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted
funds have a sponsor/grantor/donor (federal, state, local government, etc). The
funds are restricted by the sponsor/grantor/donor. Everything else is
unrestricted.
Category
Unrestricted Funds
Supply and printing budget
1725
Equipment replacement
1500
and repair budget
Professional Development
through Senate
Work-study funding
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Restricted Funds
500
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Additional Budget Items
25
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
New equipment needs can only be met through Action Plan or Block Grant; see
item #10, below.
5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
Yes
No
(Learning Resource Center) adequate.
If not, explain.
We currently have no tutor for Music. Music 1 has traditionally been a class
for which there has been a high level of demand for capable tutors. In the
past, faculty were given the opportunity to appoint as tutors capable students
who had taken the class in question, had excelled, and were familiar with
that faculty member's teaching methods. This opportunity no longer exists.
We wish it did.
6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Services
Does the area satisfy the needs of your discipline?
Area
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
the discipline.
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
of the discipline.
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
Admissions and
Records
Counseling
Financial Aid
Career Services
Disabled
Student
Programs and
Services
(DSPS)
Extended
Opportunities
Programs and
Services
(EOPS)
CalWorks
Residence
Halls
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Upward Bound
Student
Conduct
If a lack of support was indicated in the table above, describe your program/discipline
need.
7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://inside.redwoods.edu/Assessment/ProgRev/FacultyLoadDistribution.asp).
Please list full- and part-time faculty numbers in separate rows:
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2007
term
% of Total
Teaching
Load
Taught by
Part-Time
Faculty
48%
% Change
from fall
2006
% Change
from fall
2005
47.25
% of
Total
Teaching
Load by
Full-Time
Faculty
52%
Music
(51%FT49%PT)
(44%FT56%PT)
Drama
10.5
0%
100%
None
None
Explanations and
Additional
Information (e.g.,
retirement,
reassignment,
etc.)
Huge shift in ratio
from Fall 2005 to
Fall 2006 is a
result of the
Crabill cuts to the
Music program
during 2005-06
academic year,
which
disproportionately
affected associate
faculty. The shift
in ratio from Fall
2006 to Fall 2007
is statistically
insignificant.
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
RevisedAnnUpdateS08
Total
Teaching
Load for
spring
2008 term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
6
% Change
from spring
2007
% Change
from spring
2006
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
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Music
51.75
48%
52%
(50%FT50%PT)
(50%FT50%PT)
Drama
30.0
0%
0%
None
None
etc.)
Changes are
statistically
insignificant
a. Describe the status of any approved, but unfilled full-time positions.
Not applicable
b. If you are requesting a Full-Time Faculty position develop an attachment to
this report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the
community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
c. If your Associate Faculty needs are not being met, describe your efforts to
recruit Associate faculty and/or describe barriers or limitations that prevent
retaining or recruiting Associate Faculty
For Drama, I believe our existing associate faculty pool is adequate for
courses we would wish to offer in the near future. For Music, this is not
necessarily the case. Early this calendar year I requested that we
advertise for someone to teach Music 14, World Music; we still have not
received a single application from a person living within the boundaries
of the District who would meet Minimum Quals. Likewise, I would like
to begin re-offering Music 23, Afro-Cuban Drumming and Polyrhythms,
but that depends on getting one particular instructor to come and teach
it; if he is uninterested or unable, there is no one else I know of in the
District who meets Minimum Quals that is qualified to teach the course.
Likewise, the Jazz Improvisation Course taught for years by John
Raczka has not been offered since he left the District in 2005, for the same
reason. For years I have spoken of drafting a two-semester Digital Music
sequence; the problem is that I would need the help of a qualified
associate faculty member in crafting the course proposal, and in the years
I have attempted this (since 2000), I have only ever met one individual
living with the District who was professionally qualified to do this who
also would have met Minimum Quals. When he found out how little he
would make teaching the course, he declined. Del Norte campus is also
interested in offering Music courses, but has been unable to locate anyone
who meets Minimum Quals. I believe that significantly increasing our
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range of Music courses is going to require hiring a second full-time Music
faculty member.
8. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time
staff). This does not include faculty, managers, or administration positions. If a staff
position is shared with other areas/disciplines, estimate the fraction of their workload
dedicated to your area.
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
English)
(give number)
Music
Drama
1 (Probably
devotes 10%-20%
of total time to
Music and Dramarelated issues)
Gains over
Prior Year
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
0
0
Do you need more full-time of part-time classified staff?
yes
no
If yes, explain why.
On the Eureka campus, our ALSS division currently has ~72 full-time and part-time
faculty members. With the ALSS office in charge of so many faculty-related activities
and paperwork, including the massive weight of evaluating all of these faculty; tracking
book orders, syllabi, office hours, and finals; recruiting and hiring faculty; coordinating
program review, curriculum updates, assessment, and other accreditation-related
activities; monitoring and approving budget expenditures; and monitoring faculty
teaching loads (among other things), the load is tremendous for our one division
administrative assistant. The division as a whole, including the disciplines of Drama and
Music, could use more administrative assistance. Assistance with faculty evaluationrelated tasks (typing student comments, tallying scores, and scheduling/ coordinating
evaluation observations and conferences) and work requests would be two of the timeconsuming tasks that could readily be assigned to another classified staff person without
disrupting the flow of work through the office.
9. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this
discipline/program?
Yes
No
If No was checked, complete and attach Facility Form (facilities.form) for each
instructional space that does not meet the needs of this discipline/program:
10. Equipment
Is the available equipment (other than classroom specific equipment described in the
facilities section) adequate to achieve the educational outcomes of your
program/discipline?
Yes
No
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If No was checked, complete the following grid for each piece of equipment being
requested for this area/discipline:
Equipment
Yamaha YDP
223 Digital
Piano
RevisedAnnUpdateS08
Approximate
Price
$1600 per
instrument
Number of
students using
equipment each
semester
I'm not sure
how to answer
this. There are
24 digital
pianos in
Eureka
campus's CA
104, the piano
lab; in an
average
semester, seven
sections are
offered in the
lab, with an
overall
enrollment of
approximately
170-180. In
other words,
each digital
piano is used by
seven different
students in
seven different
sections each
week. This
figure does not
take into
account how
many students
would be
serviced by this
equipment at
Mendocino
campus after
they take
shipment of our
keyboards.
9
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
The theory sequence (Music 1, 2,
and 3) and the keyboard sequence
(Music 25/25L) has long been the
backbone of the C.R. Music
program. Were this equipment to
go away or become too
dilapidated for further use, the
C.R. Music program as it
currently exists would collapse:
what would be left is a couple of
three-unit G.E. courses that can be
taught without the equipment, and
an assortment of music
ensembles. Not only does regular
replacement of the keyboards
allow the program to continue to
function as intended; it serves as
an enrollment draw. Furthermore,
as we replace older digital pianos
with new ones on the Eureka
campus, we are storing the older
pianos that are still in good
working condition for future
shipment to Mendocino campus:
when we are able to ship them 15,
they will have the "seedbed" of a
viable piano lab that will allow
them to offer courses (Music 1, 2,
3, and 25) that are currently
restricted to the Eureka campus. I
am recommending we replace
eight pianos this academic year
(cost of $12,800), then five in
each of the two subsequent
academic years (cost of $8,000
per annum). If we are able to do
this, then by 2011-12 the Eureka
campus will have 25 digital
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New music
New band
equipment
$200 per
academic year
per ensemble
(there are three)
$1,000 - $2,000
per academic
year
pianos, all three years old or
newer, which should have eight to
ten years of service left;
Mendocino campus, meanwhile,
will have a 25-piano lab of their
own (assuming all of the older
pianos we ship them can be put
into good working order--I think
they can). Two campuses will
benefit from this investment, and
no further investment other than
sporadic repairs should be
necessary for an eight to ten year
period.
Jazz band-20
Concert band30
Choir-25-30
30-50 per
semester
I have argued for some time that
our three ensemble directors
ought to have a dedicated
allotment of $200 per year for the
purchase of new music. None of
them have been given funds for
the purchase of new music for
years.
A lot of our band equipment
(percussion instruments
especially) are quite old (i.e. 30 to
40 years) and are showing their
age
Equipment Repair
Is the equipment used for your discipline/program in need of repair, which is outside your
current budget allotment? This does not include classroom specific equipment repair
described in the facilities section.
Yes
No
If Yes was checked, provide the following information to justify a budget allotment
request:
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Equipment
requiring repair
Acoustic
pianos
requiring
tuning and
maintenance
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
The practice room pianos are
used by students taking a host
of music courses at C.R. (class
Several
piano, music theory courses,
hundred (nine songwriting) and by members of
of these twelve the C.R. community who aren't
pianos are
necessarily taking music courses
but simply want to practice
Approximately practice room
$1,000 (12
pianos, which
piano. The three classroom
service the
pianos at $80
pianos are necessary for
entire
per turning,
instruction in CA 107, 109, and
C.R./Eureka
113 respectively. Allowing the
plus sporadic
campus
pianos to go out of tune or
additional
parts and
community;
worse (i.e. broken parts that go
the other three unrepaired) makes them useless
labor fees)
are used by
for practice and/or instructional
instructors in
purposes. I am arguing, as I
CA 107, 109,
have for some time, that it
and 113)
should be a given that each
academic year $1,000 will be set
aside for piano tuning and
maintenance.
11. Learning Outcomes Assessment Update.
List all expected program-level outcomes, whether you have completed the assessment loop
(use of results) or not. For each outcome, identify the means of assessment and the criteria
for success. Summarize the data that have been collected in the ‘Assessment Results’
column. If no data have been collected and analyzed for a particular outcome, use the
‘Assessment Results’ column to clarify when these data will be collected and analyzed. In
the fourth column, indicate how the assessment results are being used to improve the
program.
Program Outcomes (Not all
disciplines have program-level
outcomes)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
Music and Drama do
not have program-level
outcomes
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List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program review,
and complete the table below as appropriate
Student Learning Outcomes
(course-level)
Intro to Music (Music
1): 1st semester of
C.R.'s three-semester
music theory sequence:
1. Ability to clap a
variety of rhythmic
patterns
2. Ability to hold a
part in a small
recorder ensemble
3. Ability to draw a
circle of fifths,
including all major and
minor keys
4. Ability to write the
key signature of any
major or minor key
5. Ability to write
chromatic, whole-tone,
major or minor scale,
ascending or
descending, beginning
on any pitch
Means of Assessment and
Performance Criteria
Assessment Results
Summary
Use of Results
1. Performance
Exam
2. Performance
Exam
3. Written Quizzes
4. Written Quizzes
5. Written Quizzes
We are in the early
stages of collecting
this data. At the
end of the year
Music 1 instructors
will share data on
final performance
exams and quizzes
in these five areas
and determine a
success rate for each
skill.
Areas that indicate
an unacceptably low
success rate
(tentatively, under
70%) will be
reinforced through
spending additional
class time on the
concept, and, if need
be, covered by
additional
quizzes/performance
exams.
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Acting I (Drama 30A)-1st semester of twosemester acting
techniques sequence:
1. Demonstrate basic
mastery of diction,
vocal projection, and
breathing techniques
2. Demonstrate ability
to express
characterization
through gesture, facial
expression, and body
language
3. Exhibit command of
a repertoire of physical
acting techniques
drawn from specific
comedic genres
(vaudeville, commedia
dell'arte, circus)
4. Develop a repertoire
of physical and vocal
warm-up techniques
1, 2. Small-group
performance in
front of class
3. Small-group
performances of
scripted work from
a particular genre
(vaudeville, etc.)
emphasizing
physical expression
in front of the class
4. Class warm-up
periods
We are in the early
stages of collecting
this data. At the
end of the year
Drama 30A
instructors will
share data on smallgroup performance
results and
determine a success
rate for each skill.
Areas that indicate
an unacceptably low
success rate
(tentatively, under
70%) will be
reinforced through
spending additional
class time on the
concept, and, if need
be, ocvered by
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additional group
performance exams.
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
Each course revision includes all associate faculty who are involved in
teaching that course. Associate faculty are expected to contribute to the
creation of a course's student learning outcome list, to articulate how each of
these outcomes is to be assessed, to list assessment methods, and to reach
consensus (in the case of multiple associate faculty members teaching a single
class) as to which assessments methods are mandatory, and which are
optional. Last year we revised six Drama course outlines and nine Music
course outlines; three associate Music faculty and three associate Drama
faculty were involved in the revision process.
12. Curriculum Update
2.
3.
4.
5.
6.
7.
8.
Identify curricular revisions and innovations undertaken
a. in the last year.
1.Replaced Music 25A, B, C, and D with Music 25 (replaces Music 25A) and
Music 25L (replaces Music 25B, C, and D).
Revised Music 26 and replaced Music 27 with Music 26L.
Revised Music 29 and added Music 29L.
Revised Music 44.
Revised Music 100 and 100L.
Revised Drama 2, Drama 24, Drama 26, Drama 30A, Drama 30B, and Drama 38.
Inactivated Music 22, 23, 30, 37A, B, C, and D, 42, and Drama 33.
Participated in creation of new Fine Arts A.A. degree in which Music 1, 2, 3, 10, 12,
14, 25, and 25L, and Drama 24, 26, 30A, and 30B can be taken as restricted
electives for the degree.
b. planned for the coming year.
Music 1, 2, 3, 10, 12, 14, 25, 25L, 26, 26L, 29, 29L, 61, 64.
Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
Course
Music 1
Music 2
Music 3
Music 10
Music 12
Music 14
RevisedAnnUpdateS08
Year Course Outline Year Next Update
Last Updated
Expected
2004
2009
2004
2009
2004
2009
2004
2009
2004
2009
2004
2009
14
11/13/2008
Page 14 of 17
Music 25
Music 25L
Music 26
Music 26L
Music 29
Music 29L
Music 44
Music 59
Music 61
Music 62
Music 63
Music 64
Music 70
Music 100
Music 100L
Drama 2
Drama 24
Drama 26
Drama 30A
Drama 30B
Drama 34
Drama 38
2012
2012
2012
2012
2012
2012
2012
2012
2009
2012
2012
2009
2012
2012
2012
2013
2013
2013
2013
2013
2013
2013
2007
2007
2007
2007
2007
2007
2007
2007
2004
2007
2007
2004
2007
2007
2007
2008
2008
2008
2008
2008
2008
2008
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
N/A
13. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this discipline/program? Describe representative example of
effective or ineffective communication.
Effective: Faculty-Area Coordinator-Division Chair, or Faculty-Division Chair
14. Action Plans
List any action plans submitted since your last annual update. Describe the status of
the plans. If they were approved, describe how they have improved your area.
I didn't submit an action plan since my last annual update. I did, however, submit a
block grant request in early 2008, which I am pleased to say was successful, and
allowed for the purchase of seven Yamaha YPD 223 digital pianos with benches for
use in our piano lab (CA 104). This allowed us to replace seven of our oldest digital
pianos, making for a more reliable (and pedagogically effective) piano lab, which in
turn creates an enrollment draw for courses scheduled in CA 104--Music 1 (three
sections per semester), Music 2 and 3 (one section of one or the other per semester),
and Music 25 (two sections per semester this academic year, three sections per
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semester in most years). Furthermore, we have set aside the seven digital pianos we
replaced for future shipment to Mendocino campus. If we are able to purchase eight
more digital pianos this academic year through a block grant or action plan, we will
set aside eight more of the pianos currently in CA 104 for shipment to the Mendocino
campus. At that point, we will have reached a critical mass--with 15 digital pianos, a
viable digital piano lab can be opened at Mendocino campus and a whole range of
courses that previously could not be offered there--Music 1 (a popular G.E. course),
Music 2, Music 3, and Music 25/25L--will become possibilities.
15. Goals and Plans
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan (QIP) if applicable.
QIP Attached
If you do not have a QIP, refer to the goals and plans from your previous annual
update. For each goal and/or plan, comment on the current status. List any new goals
and plans your area has for the coming year, and indicate how they are aligned with
the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on the web
at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
Here are last academic year's goals with outcomes:
1. Rewrite the course outlines of Music 25, 26, 27, 29, 44, and 100, and Drama 2,
24, 26, 30A/B, 34, and 38.
This goal was met.
2. Reintroduce second sections of popular courses lost to the 2005-06 cuts that
can be taught by currently-employed Eureka associate faculty, including Drama
24, Music 26, Music 29; reintroduce at least one section per year of some classes
lost entirely during the 2005-06 budget cuts, including Drama 2, Music 44, and
Music 100/100L.
This goal was met.
3. Recruit a qualified Music instructor to teach at the Mendocino campus and a
qualified Drama instructor to teach at the Del Norte campus.
This goal was successfully met. We offered a Drama course at DN in Spring
2008 and have begun offering Music courses at Mendocino Fall 2008.
4. Recruit qualified associate faculty to teach music courses that were
historically successful on the Eureka campus, but for which we currently lack
personnel with sufficient expertise. Such courses include, but are not limited to,
Music 14 (World Music), Music 23 (Conga Drumming), and Music 37/38 (Jazz
Improvisation).
This goal was not successfully met.
5. Continue to lobby for additional equipment repair and purchase funding.
This goal was successfully met. We were able to tune all 12 of our acoustic
pianos; we purchased seven new digital pianos and two new drum machines (the
latter for the Songwriting class) through block grant funding. We are storing
the seven digital pianos that were replaced this past summer for future shipment
to Mendocino campus, where they will serve as the "seedbed" for a digital piano
lab on that campus.
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Here are this year's goals:
1. Revise the following course outlines: Music 1, 2, 3, 10, 12, 14, 25, 25L, 26,
26L, 29, 29L, 61, 64.
2. Research the possibility of offering Music 10, 12, and/or 14 online.
3. Reintroduce Music 14, 23, and/or 37/38 to the active curriculum if
circumstances permit.
4. Add Drama 2 to the list of Music/Drama courses that can be taken as
restricted electives for the A.A./Fine Arts degree.
5. Purchase eight new digital pianos for Eureka's piano lab (CA 104).
6. If #5 is successful, ship 15 digital pianos down to Mendocino campus and
create a piano lab on the Mendocino campus.
7. If #5 and #6 are successful, begin offering Music 1 and Music 25 courses on
the Mendocino campus as circumstances permit. Continue offering Music 10 at
Mendocino.
8. Continue to offer Drama courses on the Del Norte campus as circumstances
permit; locate a Music instructor that meets Minimum Quals who will teach
Music courses at Del Norte.
9. Begin serious discussion amongst the campus community about the creation
of a second full-time music position.
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REQUEST FOR A FULL-TIME FACULTY POSITION: MUSIC
Without repeating everything I said in last year’s Program Review report, there are a few
relevant points I must revisit. For most of its history (mid-sixties through early nineties),
C.R. had three full-time Music instructors. From 1994-99, it had two. After 1999-2000,
it has had one. During this downsizing, the amount of infrastructure (number of digital
pianos in the piano lab, number of acoustic pianos in practice rooms, number of band
instruments in the band room, the equipment in the Music Library) has remained
constant. The one remaining full-time instructor therefore has three times as much to
oversee as a faculty member did twenty years ago. Furthermore, the Music program has
an extremely broad-based and rich curriculum for a one-person program: we currently
have 21 courses in the catalog, with one or two inactivated courses that may be returning
to circulation shortly. It’s fair to say that the one remaining full-time instructor has
between two and three times as much to do in the way of curriculum maintenance as a
faculty member did twenty years ago, at a time when the work involved in such matters
has become more intensive. Laying the responsibility on one person to entirely rewrite
this curriculum every five years is not, in my view, entirely reasonable. There are
currently five associate Music faculty members; while they generally do assist in
rewriting course outlines of the courses they teach, they are not contractually obligated to
undertake any of the other duties described above, and they do not.
Furthermore, locating qualified associate faculty has become more difficult now that the
College has become stricter about upholding Minimum Qualification standards. Early
this calendar year we began advertising for an instructor to teach a section of Music 14
(World Music); we have yet to locate a candidate living within the District that would
pass Minimum Quals. I would love to re-offer Music 23 (Afro-Cuban Drumming), but
we are entirely dependent on one individual; if he declines, there is no one else in the
District who can pass Minimum Quals and is qualified to teach the course. The fact that
we still do not offer digital music courses at C.R.—especially since the digital music
program at H.S.U. is not particularly strong—remains something of an embarrassment to
me; Mendocino College and College of the Siskiyous, both smaller institutions than us,
offer an electronic music component. The fact is, though, because a professional can
make so much more in the private sector than in teaching, it is extremely unlikely that
C.R. could ever locate a part-time faculty member who would commit to building a
digital music program. (I spent several years trying to do this: I came close to recruiting
a qualified associate faculty member just once.) Getting a qualified person here would
probably require the College to commit to a full-time hire of a person who would build a
digital music program while teaching a second subject (either more traditional music
courses or other digital media courses).
Let’s consider the numbers. In 2007-08, Music offered 30 sections, which generated
66.08 FTEs, and involved 99 teaching load units, of which exactly half were mine. In
other words, even with its truncated (by historical standards) 2007-08 offerings, Music’s
offerings equal two full-time positions. But let’s compare this with an academic year
during Music’s “golden age” of 1998-2002. During 2001-02, Music offered 41 sections,
involving 123.75 TLUs. Since my annual TLUs (49.5) did not change in the interim,
1
during this academic year 74.24 TLUs were assigned to associate faculty. That’s 2.75
full-time positions. If my goal is to rebuild the Music program to its 1998-2002 level,
that’s what we could soon be looking at again. (By the way, I don’t have a specific
numbers for FTEs generated by Music during the 2001-02 academic year, but if it’s
proportional by section to what was generated during the 2007-08 academic year—and
based on the numbers I’m seeing, it was probably a bit higher—it would have generated
approximately 90-95 FTEs.)
I retain confidence in the viability of the vision for the Music program that I formulated
during the late 1990s as a three-tiered program that combines (1) rigorous general
education courses for non-music majors transferring to a four-year institution with (2) a
small series of more specialized courses at the lower division undergraduate level for
students who wish to transfer into a four-year music program, and (3) communityoriented “how to” courses and ensembles whose main appeal is the opportunity they
provide for lifelong learning and personal enrichment. (It should be noted that these
latter courses also play an important role in the educational experience of students who
wish to transfer into a four-year music program.) With the continuing decline of highschool age students in our District and the continuing increase in the percentage of
mature students who are looking to the District to supply personal enrichment/lifelong
learning-oriented courses, it only seems logical that the Music program expand in this
third area. However, in our present circumstances, expansion is difficult. One reason I
have already cited: the lack of qualified Associate Faculty in several important areas of
the Music curriculum where we might wish to expand.
My own current situation also tends to work against expansion. I am now in mid-career.
I am increasingly called on to provide leadership in areas outside of my discipline; for
instance, this year I am VP of CRFO, next year I will be President. Such duties
inevitably pull me away from the time needed to work for the Music program’s
expansion—indeed, its preservation. For example, traditionally I have taught three
keyboard courses per semester; the premise has been that by keeping two beginning
keyboard courses going at all times, I will be able to generate a viable
intermediate/advanced keyboard section. Now I am no longer able to teach three
keyboard courses per semester: by teaching only one beginning course, I bring the future
of the intermediate/advanced section into question. If I decline to teach an overload next
semester, our theory sequence will be in a similar circumstance. In either case, finding a
genuinely qualified instructor to replace what I do will not be easy. Therefore, I am put in
the position where any extra-program work I do for the District inevitably weakens the
future of my own program.
Something else to consider: I have now published two books and a number of shorter
monographs; I am nationally (even internationally) known in my field of specialization.
While I continue to love living on the North Coast, the fact is, I am already reaching a
point where the workload feels somewhat burdensome, and I would appreciate more time
to devote strictly to research. What would happen were I to decide to take a position
elsewhere? In all likelihood, the Music program would collapse. Is the Campus
2
community okay with that? If not, I respectfully ask that the Campus community begin a
dialogue on the feasibility of hiring a second full-time Music instructor.
3
Facilities, and Classroom Technology Form
Program/Disciplines: Music
Year: 2008
Submitted by: Ed Macan
List classroom or instructional space name/number: CA 113/Creative Arts Building/Eureka
Campus
Check if any of the following are not adequate:
Ventilation /
room temp
ADA
access
Number of Technology (computers, projectors, internet)
seats / work
stations
Other (briefly describe):
New carpet someday? The current carpet can't much postdate 1980.
Describe the specific action and estimated cost (if available) to make this space adequate for
your instructional needs:
Short term: find desk clip ons for seats missing them (approximately 25 out of 50) and insall
them.
Long term: Install new seats with desk covers that are more friendly to left-handed persons.
List the average number of discipline/program sections scheduled in this room each semester,
and the total number of students enrolled in these sections.
Sections: 2 music courses
Students: 80 (in the 2 music courses)
Facility, Classroom Technology Form
11/13/2008
Page 1 of 1
Facilities, and Classroom Technology Form
Program/Disciplines: Music
Year: 2008
Submitted by: Ed Macan
List classroom or instructional space name/number: CA 104/Creative Arts Bldg./Eureka
campus
Check if any of the following are not adequate:
Ventilation /
room temp
ADA
access
Number of Technology (computers, projectors, internet)
seats / work
stations
Other (briefly describe):
Plug-ins for the keyboards are on the floor. I see several problems here. First,
students are constantly unplugging each other's keyboards by tripping over the cords.
Second, students occasionally step on a cord tip so hard that they break it, meaning that a
keyboard is out of commision until I can replace the tip. Third, there is a
shock/electrocution hazard here. It's unlikely, but by no means impossible, that someone
could be shocked severly by touching a partly exposed cord tip. There is a remote fire
hazard for the same reaosn.
Describe the specific action and estimated cost (if available) to make this space adequate for
your instructional needs:
Install new outlet stations on walls; run cords via cord protectors to the walls. I don't know
what the cost would be, I don't think it would be terribly expensive.
List the average number of discipline/program sections scheduled in this room each semester,
and the total number of students enrolled in these sections.
Sections: six-seven
Students: roughly 150 to 170
Facility, Classroom Technology Form
1/13/2009
Page 1 of 1